All grades
Project
6 weeks
"Black Brilliance: A Century of Progress"
1-pager
Purpose
This project aims to immerse students in an exploration of African American history from 1900 to the present, focusing on cultural, social, and educational developments. Through project-based activities, students will investigate the enduring impacts of slavery, the founding and significance of Historically Black Colleges and Universities (HBCUs), and the communities surrounding these institutions. By engaging in self-directed learning, critical thinking, and reflection, students will deepen their understanding of African American contributions to national culture while developing a strong sense of identity and belonging.
Learning goals
Students will explore the historical and cultural development of African American communities from 1900 to the present, focusing on the impact of Historically Black Colleges and Universities (HBCUs). They will investigate the social, economic, and cultural contributions of African Americans, examining how these contributions have been integrated into national culture. Through self-directed learning, students will reflect on their own identities and the role of education in shaping communities. They will engage in critical thinking to address complex questions about the legacy of slavery and the significance of HBCUs in contemporary society.
Standards
- 11.7.b - African Americans continued to struggle for social and economic equality while expanding their own thriving and unique culture. African American cultural achievements were increasingly integrated into national culture.
- 11.4.a - Between 1865 and 1900, constitutional rights were extended to African Americans. However, their ability to exercise these rights was undermined by individuals, groups, and government institutions.
- 4.7.b - Beginning in the 1890s, large numbers of African Americans migrated to New York City and other northern cities to work in factories.
Competencies
- Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
- Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
- Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Products
Students will collaboratively create a multimedia timeline showcasing key events and figures in African American history from 1900 to the present, highlighting cultural achievements and societal contributions. They will also produce a series of digital storytelling projects that explore the founding and current impact of Historically Black Colleges and Universities (HBCUs), incorporating interviews with alumni or community members. Additionally, students will design a community map that illustrates the neighborhoods surrounding HBCUs, including historical and contemporary cultural landmarks. These projects will culminate in a community exhibition where students present their findings and engage in discussions with peers, educators, and local community members.
Launch
Begin the project with an interactive gallery walk showcasing images, artifacts, and brief stories of influential African Americans from 1900 to the present. Students will rotate in small groups, discussing their observations and questions about the impact of these figures on American society. Following the gallery walk, facilitate a class discussion to connect these historical figures to the essential questions, encouraging students to share their initial thoughts and predictions about the role of Historically Black Colleges and Universities (HBCUs) and the communities surrounding them. This launch activity sets the stage for deeper exploration and inquiry throughout the project.
Exhibition
Students will create a multimedia exhibition showcasing the cultural, social, and educational contributions of African Americans from 1900 to the present. Each student or group will focus on a specific theme or figure, such as the founding of HBCUs, the Great Migration, or contemporary cultural achievements. The exhibition will include digital presentations, art installations, and interactive displays, allowing students to present their research and reflections to peers, family, and community members. This event will also feature live performances or readings inspired by African American culture and history, fostering a sense of place and identity.
Plan
| Week 1 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Gallery Walk Launch - Begin the project with an interactive gallery walk showcasing images, artifacts, and brief stories of influential African Americans from 1900 to the present, encouraging students to observe and discuss their impact on American society (20 min)
Class Discussion on Essential Questions - Facilitate a class discussion to connect historical figures to the essential questions about the role of HBCUs and the communities surrounding them, allowing students to share initial thoughts and predictions (29 min)
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Exploring African American Cultural Achievements - Students collaboratively explore various cultural contributions of African Americans, creating a mind map of cultural achievements and their integration into national culture (20 min)
Introduction to HBCUs - Introduce Historically Black Colleges and Universities (HBCUs) with a short documentary or video, followed by a discussion on their founding and significance (29 min)
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Community Mapping Activity - Begin a project where students create a community map illustrating neighborhoods surrounding HBCUs, identifying historical and contemporary cultural landmarks (20 min)
Research and Reflection - Students conduct research on specific HBCUs, reflecting on their role in educating students today and the communities that surround them, using peer feedback and self-reflection (29 min)
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| Deliverables |
1. Project journal entries documenting observations and reflections from the gallery walk and class discussion.
2. Digital slides summarizing the history and significance of a specific HBCU. |
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| Preparation |
1. Collect and display images, artifacts, and stories of influential African Americans for the gallery walk.
2. Prepare discussion prompts and essential questions for class discussion. 3. Select and preview a video or presentation on HBCUs. 4. Provide digital devices and access to research materials for students to create their slides. |
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| Week 2 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Analyzing Historical Narratives - Students read and discuss excerpts from historical narratives written by African Americans, focusing on their struggles for social and economic equality (20 min)
Peer Feedback Session - Students partner up to give and receive feedback on their reflections from Week 1, emphasizing self-directed learning and personal insight (29 min)
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Exploration of HBCUs Founding - Students research the origins of select HBCUs, identifying key figures and motivations behind their establishment (20 min)
Creating Digital Storytelling Outlines - Students begin crafting outlines for their digital storytelling projects, focusing on the impact of HBCUs and surrounding communities (29 min)
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Community Culture Mapping - Students expand their community maps by incorporating historical context and present-day cultural landmarks around HBCUs (20 min)
Reflection and Academic Mindset Development - Students reflect on their research and mapping activities, considering how these contribute to their understanding of identity and belonging (29 min)
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| Deliverables |
1. Research notes and findings on a specific HBCU.
2. A visual representation of the HBCU, including key facts and community mapping. 3. Group presentations showcasing the impact of their chosen HBCU. |
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| Preparation |
1. Prepare a list of HBCUs for students to choose from, ensuring a diverse representation.
2. Curate engaging and age-appropriate resources about HBCUs (videos, articles, websites). 3. Gather materials for creating visual representations, such as poster boards, markers, and access to digital tools for creating infographics. 4. Set up a digital platform for students to share their research and collaborate on their projects. 5. Arrange for technology resources to present videos and facilitate group presentations. |
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| Week 3 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Discussion on HBCUs' Impact Today - Lead a class discussion focusing on the current role of HBCUs in educating students and their contributions to communities, encouraging students to share insights from previous research (20 min)
Collaborative Research on HBCU Alumni - Students work in groups to research notable HBCU alumni, identifying their contributions to society and how their education influenced their achievements (29 min)
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Interview Preparation - Guide students in preparing interview questions for potential HBCU alumni or community members, focusing on understanding personal experiences and the impact of education (20 min)
Digital Storytelling Development - Students begin developing their digital storytelling projects, incorporating research and interview plans to highlight HBCUs' influence (29 min)
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Peer Review and Feedback Session - Facilitate a peer review session where students share progress on their digital storytelling projects and provide constructive feedback to enhance each other's work (20 min)
Reflection and Self-Directed Learning - Allow time for students to reflect on the feedback received and set personal goals for improving their projects, fostering self-directed learning (29 min)
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| Deliverables |
1. Completed brochure or digital presentation about a chosen HBCU, highlighting its history, significance, and notable figures.
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| Preparation |
1. Gather library and internet resources, including books, articles, and websites about the history of HBCUs.
2. Prepare materials for brochure creation, such as paper, art supplies, and access to digital tools for digital presentations. 3. Develop a rubric for peer review that includes criteria for historical accuracy, creativity, and presentation skills. |
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| Week 4 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
HBCU Community Interviews - Students conduct interviews with alumni or community members associated with HBCUs, focusing on personal stories and experiences to understand their role in education and community development (20 min)
Interview Reflection and Sharing - Students share insights gained from their interviews with peers, reflecting on how these stories connect to the essential questions and contribute to their understanding of HBCUs (29 min)
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Digital Storytelling Development - Students begin creating their digital storytelling projects using multimedia tools, focusing on the historical and contemporary impact of HBCUs (20 min)
Peer Review and Feedback - Students present their digital storytelling drafts to peers, providing and receiving feedback to enhance the narrative and storytelling elements (29 min)
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Community Map Finalization - Students finalize their community maps, incorporating feedback and ensuring historical and cultural landmarks are accurately represented (20 min)
Group Reflection and Synthesis - Students reflect on their learning journey, discussing how their research on HBCUs and community mapping has informed their understanding of African American contributions and identity (29 min)
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| Deliverables |
1. Digital storytelling project (e.g., video or presentation) highlighting the founding and significance of a specific HBCU.
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| Preparation |
1. Gather digital resources and access to archives about HBCUs for research purposes.
2. Prepare digital devices and software for video editing or presentation creation. 3. Organize a list of peer review guidelines to facilitate constructive feedback during the peer review session. |
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| Week 5 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Digital Storytelling Final Edits - Students make final edits to their digital storytelling projects, incorporating feedback received in previous sessions to ensure a polished presentation (20 min)
Rehearsal for Exhibition Presentations - Students practice presenting their digital storytelling projects, focusing on clear communication and engagement with the audience (29 min)
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Community Map Presentation Preparation - Students prepare to present their community maps, highlighting key historical and cultural landmarks around HBCUs (20 min)
Collaborative Reflection on Learning - In small groups, students reflect on their learning journey throughout the project, discussing insights gained about African American history and identity (29 min)
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Final Exhibition Setup - Students collaborate to set up their multimedia exhibition, arranging digital presentations and interactive displays for community viewing (20 min)
Peer and Educator Feedback Session - Students present their projects to peers and educators, receiving feedback and engaging in discussions to deepen their understanding of the project themes (29 min)
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| Deliverables |
1. Group presentations on specific HBCUs including historical context and notable alumni.
2. Community map including cultural and historical landmarks of the neighborhoods surrounding their assigned HBCUs. |
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| Preparation |
1. Gather research materials and resources on HBCUs, including books, articles, and online databases.
2. Prepare digital tools (e.g., computers, tablets) for students to use in creating presentations and maps. 3. Provide materials for map-making, such as paper, markers, and access to mapping software. |
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| Week 6 | Day 1 | Day 2 | Day 3 |
|---|---|---|---|
| Activities |
Exhibition Finalization - Students complete and polish their digital storytelling projects, community maps, and multimedia presentations, ensuring all elements are cohesive and ready for exhibition (20 min)
Rehearsal and Feedback - Students rehearse their exhibition presentations in front of peers, receiving constructive feedback to enhance their communication and engagement skills (29 min)
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Interactive Exhibition Presentation - Students present their projects to peers, educators, and community members, engaging in discussions and answering questions about their research and findings (20 min)
Community Engagement and Reflection - Facilitate a reflection session where students discuss the impact of their projects on the community and their personal understanding of African American contributions and identity (29 min)
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Exhibition Celebration and Recognition - Host a celebration event to recognize students' hard work and achievements, featuring live performances or readings inspired by African American culture and history (20 min)
Project Reflection and Self-Assessment - Students reflect on their learning journey, assessing their growth in self-directed learning, critical thinking, and academic mindset throughout the project (29 min)
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| Deliverables |
1. A finalized multimedia timeline highlighting key events and figures in African American history from 1900 to the present.
2. Completed digital storytelling projects, including edited interviews with HBCU alumni or community members. 3. Community maps illustrating neighborhoods surrounding HBCUs, including historical and contemporary cultural landmarks. |
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| Preparation |
1. Ensure students have access to computers or tablets for finalizing digital projects.
2. Provide materials for art installations and community maps, such as poster boards, markers, and digital printing services. 3. Organize a space for the community exhibition where students can set up their presentations and interactive displays. 4. Coordinate with community members, HBCU alumni, or educators who are invited to the exhibition for feedback and participation. |
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